Theses and Dissertations

ORCID

0009-0001-0597-3552

Advisor

Wildmon, Mark

Committee Member

Herbstrith, Julie

Committee Member

Sidwell, MacKenzie

Committee Member

Wei, Tianlan

Date of Degree

8-12-2026

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Educational Psychology (School Psychology)

Degree Name

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Department of Counseling, Higher Education Leadership, Educational Psychology, and Foundations

Abstract

African Americans are subjected to systemic racial discrimination and bias in the labor market. Data on labor force participation collected by the U.S. Census Bureau between 1970 and 2010 were investigated for the purpose of identifying trends, and it was found that race and ethnicity significantly influence an individual's labor market position and employment outcomes (Byars-Winston et al., 2014). African Americans were more likely to hold positions earning less, requiring fewer skills, and associated with a lower social status. There is a misconception that the phenomenon occurs only in adulthood, but it is also observed during adolescence. The U.S. Bureau of Labor Statistics (2023) reports that African American adolescents are less likely to enter the labor force, and those seeking employment are more likely to remain unemployed than peers. The occurrence of racial discrimination and bias is not exclusive to the labor market. K-12 schools are similarly affected, and these incidents have become more prevalent in recent years (Killen & Rutland, 2022). Schools are well positioned to provide support, owing to their responsibility to provide students with an equitable learning environment capable of preparing them for future civic engagement and economic independence. The objective of this study is to provide empirical evidence supporting the incorporation of culturally sensitive, relevant, and responsive materials into career and technical education (CTE). First, it investigated the relationship between ethnic identity and career adaptability. Career adaptability is an indicator of the effectiveness of CTE programs by providing the psychosocial resources necessary to manage the demands, transitions, and unanticipated circumstances of the labor market. Next, it explored perceived barriers and perceived social support as mediators, and whether perceived social support moderated the indirect effect of ethnic identity on career adaptability through perceived barriers. The results indicated that ethnic identity significantly predicted career adaptability. Perceived barriers did not mediate the relationship. However, perceived social support emerged as a partial mediator. The moderated mediation effect was not significant as perceived barriers did not serve as a mediator.

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